Earth Space Science Assignment

SCIENCE FORWARD PLANNING DOCUMENT Y5
5E’s- ENGAGE (1-2 lessons)

TERM / WEEKS:  To capture student interest and find out what they know about XXXXX TOPIC
 To elicit students’ questions/ prior knowledge about XXXXX
Diagnostic assessment used- in this lesson you will find out what the students already know about Earth and Space
XXXXX. This will allow you to take account of students’ existing ideas when planning learning
experiences
GENERAL CAPABILITIES
Literacy Numeracy ICT Capability Critical and Creative Ethical Understanding Personal and Social Ethical Understanding
Thinking Capability
CROSS CURRICULUM PRIORITIES
Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
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INTEGRATI TEACHING AND LEARNING EXPERIENCES RESOURCES/KEY
ON (Year 1 & QUESTIONS
2 only)
Science Understanding Science as a Science Inquiry OUTCOMES
Human Skills
Endeavour
ACSSU078) (ACSHE081 (ACSIS093) Intro There is a billion trillion stars
) Teacher will read the book “a hundred billion trillion stars” by
-
in space, what else is in
Seth Fishman. This book is great learner motivation as it starts
with earth and finishes with space. space?
- The teacher will introduce the topic of Earth and space and more
specifically the solar system.
LESSON OBJECTIVES Body
- In groups students will be given 2 A2 pieces of paper which has
As a result of this lesson, students will be able to: “What I know about Earth and our solar System” and “What I
 In groups create a brainstorm on what they know about earth and want to know”. The groups consist of 4-6 people and each person
our solar system. gets a different colour marker.
 Create a brain storm on what they want to know about Earth and Conclusion
the solar system. - The teacher will collect each A2 piece of paper and discuss with
 Discuss the planets they know that are in the solar system and the class. The teacher will highlight that some students want to
learn the solar system sentence. learn more about the planets. A2 paper and markers
ASSESSMENT (DIAGNOSTIC) - The teacher will then randomly write on the board “My very
excited mother just served us noodles” Without any explanation.
A2 posters. The students will obviously be questioning this and somewhat
Analysing discussion engaged and amused.
- The teacher will explain to the students how it’s an acronym for
the names of all the planets in the solar system. This sparks
motivation for students to learn more about the planets.
LEARNER DIVERSITY
Big A3 book for those that impaired vision. Those who have ADHD sat
closer to the front of the class closer to the teacher. Those that struggle
with writing can buddy up with a partner for them to write what they
want on the A2 posters.

5E’s- EXPLORE (2-3 lessons)
TERM / WEEKS:  To provide hands on, shared experiences of XXXXX TOPIC Earth and Space
 To support students to investigate and explore ideas about XXXXX
Formative assessment
Thinking Capability
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2 only)
Human Skills
Endeavour
(ACSSU078) (ACSIS093) Introduction Which planet is the
- On the student’s desks will be puzzle pieces face down. The students will be
invited on to the mat for a mat session explaining what will be happening in the biggest?
lesson. The teacher will explain that today will be a hands-on lesson with In what order are the
minimal writing.
Body
planets from the sun?
- On each of the student’s desk is puzzle pieces, each puzzle piece is different Puzzle
meaning the students much match each part correctly in order to get the right A3 paper
information as they are still only in the explore stage. Each of the planets have
3 puzzle pieces that fit perfectly together meaning there cannot be wrong Playdough
answers. There is the planet name, how long it takes to orbit the sun and a fun
fact. Students must solve these in groups and put them on the table once
completed. There are 8 groups of 3. Each group will be asked to bring 1 planet
up each until all 8 planets are completed and stuck on the wall. This will be
displayed on the wall for the rest of the FPD to look back on.
- The students will be shown an explicit power point showing each of the planets
and how big they are and their distance from the sun. The students are not
required to obtain the exact information of size and distance but more so the
order and their physical size in comparison to earth.
- The teacher will explain the Solar system necklace activity. Explaining
demonstrating the health and safety of using a pencil to poke holes in each of
the planets in order to thread them on the necklace.
- The students put into groups of 4. Each group will have a bucket of playdough
with all sorts of colours. Each student within the group will get 2 planets each.
They will need to focus on the correct ordering of the planets and their size in
comparison to earth.
Conclusion
- A student from each group will be asked to show the class their own solar
system necklace.
- The groups will then be required to put their necklace down on a piece of A3
paper. By which they will have to write down the planet name and size under
each planet. The teacher will then come around and take photos of each.
LEARNER DIVERSITY
The puzzle pieces all fit perfectly for each planet meaning every student will be able
to figure it out. Those that have impaired vision will sit closer to the front for the
PowerPoint.
LESSON OBJECTIVES
As a result of this lesson, students will be able to:
 Be able to complete the Solar system planets rotation around the
sun puzzle.
 Create a solar system necklace showing the planets relative size
to earth.
 Write each of the planets size (radius) and planet names.
ASSESSMENT (FORMATIVE)
The solar system necklaces, with their relative size, names and radius on
A3 paper.

5E’s- EXPLAIN (1 lesson)
TERM / WEEKS:  To support students to develop explanations for experiences and make TOPIC Earth and Space
representations of developing conceptual understandings
Formative assessment
Thinking Capability
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2 only)
Human Skills
Endeavour
(ACSSU078) Introduction YouTube video earth’s
- To introduce the lesson the teacher will begin with a YouTube video
rotation and revolution.
which briefly goes into the earth’s rotation on the axis.
- The teacher will then create a word wall on the whiteboard. The word Crash course for kids 8.1
LESSON OBJECTIVES wall will consist of key facts like the angle earth is on, “daytime facing
the sun” each of the months of the year.
As a result of this lesson, students will be able to: Body
 Display knowledge of the Earth rotations on its Axis which - Each student will be given the rotation vs revolution activity work
creates day and night. sheet. They will be required to put each fact from the word wall down
 Earth’s rotation or revolution around the sun which creates a in what half of the page it is needed. The teacher will be doing the same
year. worksheet but slowly with the students on the whiteboard.
Conclusion
- The lesson will be concluded once each student has completed the
ASSESSMENT (FORMATIVE) worksheet. These worksheets will be placed up around the room until
the end of the FPD.
Rotation Vs Revolution Activity. LEARNER DIVERSITY
Those with impaired vision will be sat closer to the front. To avoid
distractions Sally and Adele with be sat apart from one another.

5E’s- ELABORATE (1-2 lessons)
TERM / WEEKS:  To challenge and extend students’ understandings in a new context or make TOPIC Earth and Space
connections to additional concepts through a student planned investigation
 To use investigative/ inquiry skills
Summative assessment of science inquiry skills
Thinking Capability
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2 only)
Human Endeavour Skills
(ACSSU078) (ACSHE083) (ACSIS093) Introduction iPads.
- The teacher will take the students out on to the oval with the iPads.
Can you show me 1 full
The teacher will create a replica solar system with the 8 planets, sun
and earth’s moon. Each of the planets will be rotating the sun. The year?
planets, sun and moon will all be children role playing. Can you show me one day
Body and night?
- In groups of 4 students will be required to apply their knowledge and
create an iMovie of the earth’s rotation on an axis and rotation
around earth along with the moon.
- The roles will be swapped between the group members. The person
filming must explain what is happening. The teacher will listen and
watch in order to mark according to the criteria.
Conclusion
- The teacher will be air dropped each groups iMovie to then watch
together as a class.
LEARNER DIVERSITY
A cheat sheet is made for the students who need. Those that need
extension can attempt the solar system.
LESSON OBJECTIVES
 Role play the sun, earth and the moon based of prior knowledge
from previous lessons.
 Use iPads to create an iMovie of the earth, moon and the sun
rotating.
ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

Criteria
(Earth on an angle, rotating making day and night)
(Earth rotating the sun creating a year)
(Moons positioning)

5E’s- EVALUATE (1 lesson)
TERM / WEEKS:  To provide opportunities to review and reflect on their learning about XXXXX and TOPIC Earth and Space
represent what they know about XXXXX
Summative assessment of science understanding e account of students’ existing ideas when planning
learning experiences
Thinking Capability
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2 only)
Human Endeavour Skills
(ACSSU078) (ACSHE083) (ACSIS093) Introduction A3 Paper.
- At the beginning of the lesson students will be given an A3 piece of
paper each to create a “what I have learned” brainstorm in regard to
earth and the solar system.
- The students will then be asked to go around the room to find their
posters from lesson 1 and tick off what they know they have learnt.
Body
- The students will be given the design brief which poses the problem
of earth becoming inhabitable due to climate change, they are
required to create a new planet according to the checklist. If the
students can create a planet according to the checklist. Refer to
design brief for more.
Conclusion
- Students will be required to hand in a drawing of their planets along
with the information regarding the planet and it will be marked with
the checklist.
LEARNER DIVERSITY
The activity is open ended, allowing the teacher to extend and assist those
who need it.
LESSON OBJECTIVES
 Individual A3 brainstorm on what they now have learnt over the
course of the 5 lessons.
 Create their own planet, which is habitable, has day and night and
rotates around the sun.
ASSESSMENT (SUMMATIVE – Science Understanding)

Checklist.
Each planet needs;
To be habitable (water and vegetation)
Day and night
Rotate around the sun
Sit somewhere appropriate in the solar system (not too close to
the sun)
Rotate on an angle (causing seasons)

Earth Space Science Assignment

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Earth Space Science Assignment

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SCIENCE FORWARD PLANNING DOCUMENT Y5

5E’s- ENGAGE (1-2 lessons)

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT Y5

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT Y5

SCSA LINKS EYLF

SCIENCE FORWARD PLANNING DOCUMENT Y5

SCSA LINKS EYLF

ASSESSMENT (SUMMATIVE – Science Inquiry Skills)

SCIENCE FORWARD PLANNING DOCUMENT Y5

ASSESSMENT (SUMMATIVE – Science Understanding)

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